LEARNING AND

DEVELOPMENT PLAN
(CSC L&D PLAN)
2014-2016

PAGE 1 OF 29
 CIVIL SERVICE COMMISSION
LEARNING AND DEVELOPMENT PLAN

E X E C U T IV E S U M M A RY

A s the Civil Service Commission strives to be the Asia’s leading center on Strategic
Human Resource and Organizational Development by 2030, the need to establish a
Competency-Based Learning and Development (L&D) Plan that aligns to the CSC’s goals
and aspiration becomes strategic and highly important. L&D interventions provide a strategic
alignment between the CSC workforce’s individual learning and development goals with the
goals of the organization. A competency-based L&D plan helps CSC
executives/managers/supervisors see a clear line of sight between organizational goals, the
competencies the CSC workforce needs to demonstrate and what they as
executives/managers/supervisors need to carry out in order to encourage and support the
acquisition and demonstration of these behaviors. An evidence-based and carefully
designed plan for L&D helps attract as well as retain the needed talents in the CSC and
keep them motivated in pursuing performance and service excellence.

This document presentsthe CSC L&D Philosophy and Curriculum Framework that set the
guidepost for all L&D interventions of the CSC. This document, likewise, enumerates a set of
strategies and interventions to help both the Office for Human Resource Management and
Development (OHRMD) and the Heads of Offices (HOs)/Assistant Heads of
Offices/supervisors form partnership for helping the employees acquire the necessary
knowledge, skills and attitudes to perform the job better. Strategies include the use of tools
such as the Learning Application Plan (LAP) or Re-Entry Action Plan (REAP) to ensure
transfer of learning to the workplace. The interventions, on the other hand, covers a number
of activities that range from formal intervention to self-learning that will allow learners to
choose the most appropriate mode of learning and development.

PLAN OBJECTIVES

q Identify needed L&D interventions to:

ü help employees align their performance with the CSC’s mission and strategic
goals and objectives;
ü close existing competency gaps, most especially those pertaining to the CSC’s
mission-critical competencies (MCCs); and

q Present strategies for helping executives/managers/supervisors support the new

learning and encourage demonstration of new behavior at work.

PAGE 2 OF 29
 TA B L E O F C O N T E N T S

EXECUTIVE SUMMARY ........................................2

Plan Objectives .......................................................2

Table of Contents....................................................3

Chapter 1. Strategic Directions of the Civil Service Commission 4

Chapter 2. CSC Learning and Development Situationer 9

Chapter 3. CSC Learning and Development Philosophy 11

Chapter 4. L&D Agenda for 2014-2016 ................16

Chapter 5. Strategy for Ensuring Transfer of Learning 21

Chapter 6. Monitoring and Evaluating the L&D Plan22

Chapter 7. Communication Plan ...........................23

ANNEXES

Annex A: Mission-Critical Competencies

Annex B: 2013 CSC Competency Assessment

Annex C: Scholarship Implementation Matrix (CY 2014-2016)

Annexes D-1 and D-2: L&D Implementation Matrix for 2014

Annex E - L&D Implementation Timeline for 2014

Annex F - Cost Estimate for 2014 L&D Implementation

PAGE 3 OF 29
 CHAPTER 1. STRATEGIC DIRECTIONS OF THE CIVIL SERVICE
COMMISSION

The CSC is the premier Human Resource Institution for the Philippine Government. As an
independent constitutional body, it exercises independence and fiscal autonomy to be able
to do effectively the following:
q Promote morale, efficiency, integrity, responsiveness, progressiveness, and courtesy in
the Civil Service;
q Adopt measures to strengthen the merit and reward system;
q Integrate all human resources development programs for all levels and ranks; and
q Institutionalize a management climate conducive to public accountability.

The CSC’s core functions can be summed up in four, namely: Merit Protection and
Promotion; Capability building or Human Resource Development; Quasi-judicial Functions;
and Organizational Development.

The CSC Reform Agenda

The CSC’s current reform agenda revolves around the need to institutionalize a more
efficient and effective human resource management. In the process, it has fully adopted the
Performance Governance System (PGS).

From the CSC’s standard efforts to improve public service delivery and good governance
and its traditional focus on strengthening the merit and rewards system in the Civil Service
and to promote public accountability, the Commission endeavors to be more citizen and
client-centered; to be more strategic in terms of formulating and implementing policies; to be
more results-oriented than overly focused on procedures; and to be more empowering and
entrepreneurial.

Therefore, a new CSC is envisioned as – thinking strategically, acting systematically,

and delivering the expected results.

Vision

As an institution, the CSC is known for policy formulation and implementation and standard
setting for public service excellence and integrity.

Given the CSC’s passion and what it is known for, the CSC shall be the best in Asia as the
center of excellence for strategic HR and OD.

Core Values

The following core values deemed important to CSC shall guide the CSC officials and
employees in all their actions and decisions. These are the values CSC holds so dearly,
without which the CSC cannot function as an institution:

PAGE 4 OF 29
 q Love of God and Country or PagmamahalsaDiyos at Bayan;
q Excellence; and
q Integrity.

Mission

“GawingLingkod-Bayani ang Bawat Kawani”

Make every government employee a servant-hero

The CSC’s mission embodies its unique contribution to nation-building. Its reason for being
is to make every government employee a servant hero.

Strategy Map: Priority Thrusts

CSC'2030'AGENCY'VISION'
CSC shall be Asia s leading center of
excellence for strategic HR and OD'
Recognized'as'a'Center'for'Excellence'!
STAKEHOLDERS

MISSION'
High'performing,'competent'and'credible'civil'servants''

'
PROCESSES

Provide'excellent'HR' Ensure'effec<ve'and'
processes'! efficient'performance'
of'QuasiAJudicial'
func<ons'!
PEOPLE

Enhance'the'competency'of'our'workforce'!
VALUES'
• 
FINANCE

Ensure'efficient' Increase'funding'from'
management'of' tradi<onal'and'nonA
  financial'resources'! tradi<onal'sources'!
 
PARTNERS

Cul<vate'partnerships'with'local'and'interna<onal'
ins<tu<ons

The CSC strategy map provides the right direction for the CSC to realize its vision. The core
values, core purpose or our mission and vision are the major bases for formulating CSC’s
multi-pronged, comprehensive strategy and priority thrusts.

PAGE 5 OF 29
CSC Governance Scorecard

This is the CSC’s refreshed Enterprise Scorecard. It consists of seven (7) strategic
objectives, five (5) perspectives and nine (9) strategic measures or performance indicators.
There are two (2) lead measures and nine (9) lag measures.

L
CSC#ENTERPRISE#SCORECARD*# E
L CSC#Resolu*on#No.#1302163#dated#Sept.#20,#2013#
Objectives Measures A Base 2011 2012 2013 2014 2015
A
G
D

Percentage of agencies accredited under the 10% 25% 40% 50%

N/A N/A
Recognized as a Center 1 PRIME-HRM Level II (159) (398) (636) (795)
A
for Excellence CSC Client Satisfaction Rating Acceptable Good Good Excellent Excellent
2 (CSC frontline services) N/A (70-79%) (80-89%) (80-89%) (90%) (92%)

Percentage of high density agencies 1% 20% 40% 100% 75% 100%

Stakeholders

surveyed under ARTA (50 SOs) (469 SOs) (560 SOs) (920 SOs) (1,145 SOs) (1,527 SOs)
3
**BIG 1: Percentage of agencies and their 78% 85% 95% 98%
N/A N/A
service offices passing the ARTA-RCS (39 SOs) (782 SOs) (1,088 SOs) (1,496 SOs)
High performing,
B competent, and credible Percentage of agencies with approved 20% 30% 70% 95%
14 N/A
Strategic Performance Management System (498) (747) (1,743) (2,366)
civil servants
85%
4 of approved
90%
of approved
Percentage of agencies with functional SPMS SPMS in
SPMS in
2012 and
2014
2013

5
(Maintain
the 4
Processes +
Provide excellent HR 3 4 CNA 5
C 5 Number of ISO-certified processes N/A N/A
processes (Cases (Maintain Registration (Maintained)
Process

Adjudication, the 3 and Union

Examination, Processes + Accreditatio
Appointments CSI Training n
Processing) Processes) Processes)

Ensure fairness and **BIG 2: Percentage of cases decided within

D efficiency in performing 6 40 days from the time the case is ripe for N/A 30% 60% 70% 80% 95%
Quasi-Judicial functions resolution
66.23%
Enhance the
People

Percentage of CSC employees meeting their (716 out

E competency of our 7 N/A N/A 70% 75% 80%
mission-critical job competency standards of 1,081
workforce in 2012)

Ensure efficient
Finance

management of financial
F 8 Amount of financial support from partners N/A N/A 25M 50M 55M 60M
resources
Partner

Cultivate partnerships Number of priority programs implemented

G with local and 9 through technical cooperation with local and 4 6 7 9 11 12
s

international institutions international partners

* Updated from Proficiency Stage Revalidation on October 30, 2013.** Breakthrough Important Goal (BIG),
formerly Wildly Important Goal (WIG)

As agreed on the January 20, 2014 Commission Meeting, the Central Office is given 40 days to decide a case
from the date the Decision/Resolution is submitted by the Office for Legal Affairs for Commission Meeting or
Referendum action.

PAGE 6 OF 29
Measure 1: Percentage of agencies accredited under the Program to Institutionalize
Meritocracy and Excellence in Human Resource Management (PRIME-HRM)

PRIME-HRM aims to bring the practice of HRM in the Philippine bureaucracy to an

advanced level of excellence and thus, start by assessing the human resource systems of
government agencies. The revalidation of agencies is the first major step in the PRIME-HRM
implementation. Revalidation of Accredited Status is a transition process where the
accredited agency’s performance and capability in all HRM areas as well as the competency
level of HRMO will be reassessed, the results of which shall be the basis for the Commission
to affirm/revoke Level II Accredited Status (OM No. 118, s. 2012: PRIME-HRM Manual of
Operations dated December 13, 2012).

Measure 2: CSC Client Satisfaction Rating

The CSC has been consistently rated as ‘Good’ in the Report Card Survey (RCS)
conducted by Pulse Asia in 2011 and 2013 and the trained RCS researchers in tandem with
partner Civil Society Organizations in 2012. The surveys in 2012 and 2013 were both done
during the peak of the filing of exam applications.

Measure 3: Percentage of high density agencies and their service offices surveyed
under the ARTA-Report Card Survey (RCS)

As an oversight agency, the CSC is tasked by law to oversee the implementation of

Republic Act No. 9485 or the Anti-Red Tape Act (ARTA) of 2007. For Measure 3 which has
been identified as a Breakthrough Important Goal or BIG, CSC has surveyed service offices
of agencies.

Measure 4: Percentage of Offices with Functional Strategic Performance Management

System

The CSC adopts the Strategic Performance Management System or SPMS, which is a
performance management system that agencies are directed to use to improve
organizational productivity.As determinant of organizational effectiveness, the SPMS aligns
individual performance with organizational performance and outcomes.

Measure 5: Number of ISO-certified core and support processes

The Internal Audit for CSC’s Quality Management System for the three (3) core processes
ISO-certified and support process is consistently undertaken which was expanded to the
Civil Service Institute’s (CSI) Training Processes.

Measure 6:Percentage of cases decided within 40 days from the time the case is ripe
for resolution

CSC has significantly reduced the number of days in resolving cases. The law requires 60
days the CSC strives to deliver in 40 days.

PAGE 7 OF 29
Measure 7: Percentage of CSC employees meeting their mission-critical job
competency standards

The Competency-Based Recruitment and Qualification Standards (CBRQS) is a critical

intervention that is currently being implemented within the CSC. The objective is to inculcate
merit and fitness in the civil service by identifying skills, behavior and knowledge required for
specific positions. In 2012, the CSC has identified its baseline data of individual competency
and proficiency levels of CSC workforce after having established the Competency Model
and Framework. To hasten the process of delivering strategic objectives and using the
baseline data, the CSC identified the MCCs for all positions.

Measure 8: Amount of financial support from partners

The measure for the Finance perspective is the ‘Amount of financial support from partners.
Because of various reforms, financial support leaped by more than 100% level from 2012.

Measure 9: Number of priority programs implemented through technical cooperation

from international and local partners

As the CSC moves its various reforms, partners have extended huge support in terms of
technical and financial assistance. Thus, targets have been exceeded in this area.

In addition to the strategic initiatives indicated in the measures, the CSC has established
the:

• Leadership and Coaching Brand that involves generating a list of leadership

competencies among government leaders and executives; and

• Information Systems Strategic Plan or ISSP, which is a mix of six components:

CSC IT Information System Plan, Automation on Examination Process, Government
HR Information System, Automation on Appointment Process, Automation on Legal
Process, and Automation of other services such as the Contact Center ng Bayan
(CCB).

PAGE 8 OF 29
 CHAPTER 2. CSC LEARNING AND DEVELOPMENT SITUATIONER

Strategic HR Directions of CSC

The perspective on people – the CSC’s most important resource, focuses on the goal of
continuously enhancing the competency of CSC’s workforce in public service excellence.

The establishment of a CSC Competency Model and Framework in September 2012

underpins efforts to integrate and to provide a sound and logical basis for actions under
various HR systems in the CSC, foremost of which are the Recruitment and Promotion
System and the Learning and Development Management System.

Stocktaking

To date, two (2) competency assessment exercises were undertaken in August-September

2012 and September-October 2013.

The first competency assessment exercise saw birth pains in the implementation and
consolidation of the results nationwide. The challenge ofcomprehending behavioral
indicators for somenew competencies (as most competencies are aspirational) proved
overwhelming for many employees. While this raised issues in the actual run of the
assessments, the submission and consolidation of results overshadowed these concerns
and were far more challenging to the OHRMD as the process owner. The first competency
assessment was only able to set the baseline data for the competency level of CSC officials
and employees.However, this later led to the identification of mission-critical competencies
(MCCs) in 2013.

While the 2013 CSC Human Resource agenda affirmed the CSC’s overall focus on creating
an excellent and high-performing organization through its people supporting the strategic
objectives 1 in the CSC Balance Scorecard, the HR agenda seemingly needed a more
integrative component, which is COMPETENCY. Nonetheless, the 2012 and 2013 L&D
programs were identified by:

q reviewing the goals and activities in the CSC Central and Regional Offices vis-à-vis the
learning needs of their respective employees; and
q establishing the learning and growth responsibilities of sectors in the organization.

In 2013, the L&D Project, which is supported by the Philippines-Australia Human Resource
Development Organisational Facility (PAHRODF), opened an opportunity for greater
involvement of the Civil Service Regional Offices (CSROs). The L&D specialists of the
CSROs who are involved in the project became partners in the second competency
assessment. While paper assessment still proved to be difficult, CSRO L&D specialists
helped in fast-tracking the 2013 Competency Assessment Results.

                                                                                                               
1
These are High Performing, Competent, and Credible Civil Servants;Provide Excellent HR Processes;Enhance
the Competency of our Workforce; andCultivate Partnerships with Local and International Institutions.

PAGE 9 OF 29
Year 2013 also highlighted more significant developments that have implications on L&D, as
follows:

q Alignment and integration of HR systems.The Change Management Project

recognized the need for all CSC units to work together, breaking down silos. The
Change Management Framework, albeit needing popularization within the CSC Offices
and among CSC employees, promoted the alignment of CSC HR systems. The project
likewise resulted in the CSC adopting the CSC HR Framework and the integrated
approach to all HR initiatives, which helped align HR systems with CSC’s vision and
strategic goals and objectives.

q Increased capacity of the CSC to assist other agencies through the ARTA, ISO-
Quality Management System (ISO-QMS) and PRIME-HRM. There has been consistent
focus on the CSC’s capacity to assist other agencies by implementing these initiatives.
ARTA initiative gave impetus to collaboration with external partners, notably, the civil
society organizations (CSOs) while ISO-QMS strengthened CSC’s ability to review and
“police” its own systems to ensure meeting quality international standards. Lastly,
PRIME-HRM has provided an evidence-based system of recognizing HR exemplars and
assisting agencies who want to enhance their HR systems.

q PAHRODF-assisted programs are moving towards the direction of creating a

“multiplier effect” and ensuring sustainability. In 2013, the CSC and the PAHRODF
agreed to work on establishing within the CSC a pool of subject matter experts (SMEs)
on change management, competency-based recruitment and qualification standards
(CBRQS), L&D planning and Strategic Performance Management System (SPMS). The
presence of SMEs fortifies the CSC as center of excellence on HROD. Other programs
that will be conducted in 2014 such as workplace coaching, monitoring and evaluation,
partnership building, influencing and negotiating skills and stakeholder and engagement
analysis will sustain and build on the gains of CSC.

q Better involvement of the CSROs in HR policy design and HR program

management. The on-going reforms and initiatives in the CSC brought to fore the need
to involve the ROs in various stages of HR policy and HR program management.
Specifically, academic graduate scholarships are being made available to ROs in equal,
if not, higher ratio with the Central Office. Aside from equitable participation of ROs in
scholarships, training programs are also targeting the key players in the regions. Inputs
to major HR policies are also, as a matter of standard operating procedures, requested
from the ROs. While a better and more sustainable process needs to be put in place,
there is now a clearer direction and imperative for a participatory and consultative
process.

PAGE 10 OF 29
 CHAPTER 3. CSC LEARNING AND DEVELOPMENT PHILOSOPHY

Overview of CSC’s L&D Philosophy

The Commission adheres to the overall L&D philosophy - - “Shaping the Servant-Hero
towards Public Service Excellence”. The goal is to align all L&D interventions in the CSC
to its mission and strategic objectives.

Towards this alignment, the CSC establishes the following principles to guide in the
development of the competency of CSC workforce:

1. Every CSC official and employee is an important resource valued by the

organization. The CSC gives priority and invests on L&D of every official and employee.

2. L&D interventions for CSC officials and employees shall be purposive and aligned
with the CSC strategic objectives and goals. L&D is a means to upgrade the capability
and expertise of CSC to address and respond to the multi-faceted HRD/HRM/OD needs
of the civil service. L&D shall be based on development needs as determined by
competency assessment and performance assessment exercises. L&D shall likewise
consider the differentiated needs of women and men in the organization to ensure
equitable access to L&D interventions.

3. L&D shall focus on the development, improvement or enhancement of

competencies required by the current or future position/job of the official/employee.

4. L&D is a shared responsibility of the management, supervisors and the employees.

While CSC provides the nurturing and enabling environment by opening up opportunities,
among others, employees and their respective supervisors have an equal responsibility to
plan and manage their development and career by determining, seeking and seizing
available opportunities.

5. CSC regards investment for learning and development as equally important as

investments in researches, information technology (IT), purchase of equipment and
product development. Capacity development of CSC officials and employees is given
equal, if not a paramount importance in terms of allocating resources. Partnership with
other institutions shall be explored to supplement existing resources for L&D.

6. L&D shall be designed to increase the portability of skills of employees. This,

therefore, requires an approach or various approaches that will allow Heads of Offices
and/or supervisors to easily recognize skills, which may be transferable between jobs
and/or assignments.

PAGE 11 OF 29
7. Continuing upgrading of competencies is essential to the maintenance of a corps
of professional officials and employees of the Commission. It aims to develop a
competent, credible, and high performing CSC workforce. Continuing competence is
maintained and enhanced through lifelong learning and integration of learning into every
facet of a Commission official or employee’s working life.

8. L&D shall drive performance management. It shall integrate recognition and

rewards mechanism as a strategy to ensure learning application in everyday work
settings.

Curriculum Framework

The establishment of the CSC Competency Model and Framework determined the position
profile of CSC. This provides the basis for the L&D interventions appropriate to levels of
positions or job families, as follows:
Leadership Competencies

Executive Level

Organizational Competencies
Core Competencies

Supervisor A

Technical Competencies
Supervisor B

Second Level
Non-Supervisors

First Level
Non-Supervisors

Building-Block Programs
 
Given the above curriculum framework,
the CSC adopts a building-block
approach to the delivery of its L&D
programs. Basic courses are set to
provide a foundation for future
interventions during the employee’s life
cycle in the organization. This building-
block approach addresses not only the
current learning needs but also the
career development of employees.
 
 

PAGE 12 OF 29
The following matrix provides a menu, which is a combination of training programs and other
L&D interventions, to help employees navigate through current and future posts over a
period of employment with the CSC:
 
 
From 0-1 year More than 1 year to 5 years From assumption - continuing
Middle
Management Executive/
New Entrants First Level Second Level (SupvgPS, DCs and Managerial
their equivalent (DII, III, IV, AsCom)
positions)
Orientation
Improving Planning and Delivery
Program for New
(IPAD) -2 days
Entrants (OPEN)
-3 days
Solving Problem and Making Decision
Gender
(SPMD) - 3 days
Sensitivity
_____________________________
Seminar (GSS) -
Championing and Applying Innovation
1 day
(CAI) -3 days
Honing Effective
Management/
and Responsive
Basic Supervisory Executive and
Officers towards
Communication Development Leadership
Excellent
Training Program Program Development
Service Basic (AO I, Stat I, Sec Ofr I) Program
(HEROES) Communication
-3 days Training
Delivering Program
Personal Advance
Effectiveness Communication
(DPE) Training Program
-2 days
Strategic Human
Resource
Course Managing Information
(3 days)

Continuing

Coaching

Conferences
Legal Practitioners’ Conference
Accountants & Budget Officers Conference, Executive Conference
(Strategic and Operational Planning Exercises, among others)
CNet Conference, GAD Focal Point System (GFPS) Conference
HR Symposium
Other technical/professional conferences and colloquia, including International Conferences

PAGE 13 OF 29
Aside from the above, CSC allows the following interventions to address specific learning
needs:

Formal Classroom Developmental

On-the-Job-Training Self-Development
Training activities/interventions
• In-House training on • Coaching on the job • Programmed self-study • Special work project on
<topic> from through a third party <topic>
• External training on <supervisor/senior provider, including self- • Added responsibilities
<topic> colleague> study video or audio on <technical
• Knowledge sharing packages competency or work
and learning session • Working on eLearning assignment>
on <topic> courses, PC tutorials or • Service on technical or
• Shadowing under the computer assisted research
stewardship of training program or committees,Task Force
<person> webinar on <topic> or Committee
• Cross-Program, job • Taking evening or assignment on
rotation or rotational weekend courses on <area>sanctioned by the
assignment or <topic> Commission, other
temporary assignment • Tertiary courses run by professional bodies or
to <function> academic/educational organizations
• Interventions such as institutions • Appropriate educational
counseling, • Reading books and and developmental
secondment, team other publications or activities presented
building journals on <topic> under the auspices of
CSC,
academic/educational
institutions, commercial
establishments or other
professional bodiessuch
as but not limited to
congresses,
conferences, forums,
conventions, courses,
seminars, workshops,
lectures, brown bag
discussions,
orientations, briefings
and other professional
educational activities
• Meetings of professional
organization body and
their technical
discussion groups
• Researching and writing
technical publications
(i.e., related to human
resource
management/human
resource
development/organizatio
nal
developmentorappropria
te to the field of work of
the concerned official or
employee), preparation
and delivery of technical
papers

PAGE 14 OF 29
It should be noted that since all employees shall prepare their respective Individual
Development Plan (IDP), development activities have to be identified that would ensure their
continuing development during their employment with the CSC.

PAGE 15 OF 29
 CHAPTER 4. L&D AGENDA FOR 2014-2016

 
 
 
2014

2015

2016
Bridging mission- Increasing Soaring high
critical proficiency level through continuing
competency gap through learning learning and
through learning and development development
and development interventions interventions
interventions

 
 
Three-Year L&D Agenda

The three-year L&D agenda resulted from stocktaking activities 2 involving CSC’s L&D
practitioners and specialists, officials and employees who are involved in strategic initiatives.

Reflecting on the past year’s implementation of L&D programs and considering the recent
challenges, there is a greater need to:
 
q integrate competencies, to form the basis for all L& D interventions in the CSC.The
CSC recognizes that in order to increase itscapacity for delivering results, it needs to
support the demonstration of competencies that bring about high performance through
various means of training, coaching and other development interventions. Competency
gaps shall be identified not only through competency assessment but also by
performance appraisals and 360 degrees learning needs analysis.As competencies are
strengthened, progression shall be deliberately sought and aimed to ensure that CSC
employees will be able to consistently meet the competency standards of their positions;

                                                                                                               
2
The activities include Program on Learning and Development Workshops held last February and March 2014 in
First Pacific Leadership Academy, Antipolo City and Torre Venezia Suites, Quezon City, respectively; and OSAP
Workshop last March 10, 2014 in Luxent Hotel, Quezon City.

PAGE 16 OF 29
q ensure meeting the competency targets under the CSC Balance Scorecard. With
the identification ofthe mission-critical competencies or MCCs (See Annex A) in 2013,
the following scorecard targets have been set: by 75 % of CSC workforce meeting MCCs
by 2014; 80% by 2015; and 85% by end of 2016.

q involve CSC units and executives/managers/supervisors in L&D planning process.

With the requirement of an Individual Development Plan (IDP) for officials and
employees, the CSC is systematically creating an environment where discussion is the
most acceptable mode of establishing agreement on development. It is mutual and
consensus-building that allows for better identification of specific skills and behaviors that
target learners need to demonstrate after the training or other development interventions.
These expectations are now being clarified with respect to the training modules that are
being developed by the internal HR. The training designs are now being customized to
meet these expectations;

q ensure fair access and equitable participation of CSC employees and

representation of Offices, albeit, based on learning needs, in L&D interventions;

q strengthen theoretical background on HROD systems through academic

scholarships available to qualified employees. Thethree-year focus of these
scholarships shall be on key HRODsystems(Recruitment, Training and Development,
Human Resource Management, Performance Management and Organizational
Development) and emerging concerns such as eLearning, Knowledge Management, and
Dispute Resolution;and

q ensure the sustainability of L&D initiatives by establishing CSC’s L&D

Management System with key components such as L&D philosophy, curriculum
framework, standards and process.

Organizational Initiatives that Require Training Support

The CSC shall also prioritize the implementation of L&D interventions needed to support the
following initiatives:
1. PRIME-HRM – As the CSC aims to influence the bureaucracy’s HR systems, the need to
ensure consistency and effectiveness of technical assistance is important. The CSC
recognizes that the quality of technical assistance given not only by frontliners to the
external customers, mostly HR practitioners and agencies, but by everyone in the
organization to their internal customers have impact on the overall quality of service,
hence customer satisfaction. It is, therefore, important to device a an L&D plan that will
ensure demonstration of desired behaviors (e.g., subject matter expertise) in the
organization.
2. Service/client-orientation and total quality management programs such as the
Anti-Red Tape Act and Quality Management System – The CSChas a unique position
in government for combining its expertise on HR and on OD to ensure and drive client
satisfaction not just between the CSC and its clients but also facilitate the same with
respect to other agencies and the latter’s clientele.

PAGE 17 OF 29
3. Team Culture Building – The CSC recognizes that the ability to deliver target depends
largely on the ability to foster and demonstrate collaboration, commitment, diversity and
inclusion, accountability and focus on results. In order to make this happen, the CSC
needs to;
3.1. sharpen the leaders’ competencies to lead teams and manage change;
3.2. establish norms for team cooperation, interaction and collaboration;
3.3. improve everyone’s ability to communicate openly in a safe environment of
assertiveness and empowerment;
3.4. strengthen the gender lens of everyone including their ability to accept diversity as a
way of deepening understanding and fostering unity and harmonious relationship in
the organization;
3.5. equip everyone with tools they can use to creatively solve problems and make
decisions or improve performance; and
3.6. build an effective coaching environment.

Specific details of annual L&D priorities are, as follows:

2014: “Bridging mission-critical competency gaps through learning and development

interventions”

The L&D agenda for 2014 shall focus on strengthening mission-critical competencies
(MCCs) and some most unmet competencies.The results of the 2013 Competency
Assessment (Annex B)showed the following competencies as the priority for development in
2014:

Core Competencies
q Solving Problems and Making Decisions
q Delivering Service Excellence
Organizational Competencies
q Planning and Delivering
q Writing Effectively
q Championing and Applying innovation
q Managing Information
q Speaking Effectively
Leadership Competency
q Partnering and Networking

Aside from these programs, interventions that will support the implementation of the PRIME-
HRM shall be undertaken with L&D partners. These programs shall not only aim to better
equip CSC officials and employees with desired competencies but also foster understanding
on ASEAN integration.

Annex Ccontains the Scholarship Implementation Matrix for 2014-2016. Annexes D to F

show the 2014 L&D Implementation Matrix, L&D Timeline for 2014 and Cost Estimate for
2014, respectively, which provide details on the training programs to be conducted, their
description, target participants, timeline, budgetary requirement and concerned CSC unit.

PAGE 18 OF 29
2014 L&D will be complemented by the following initiatives:

Initiative Timeline
Establishment of a Pool of Subject Matter Experts (SMEs) April -December 2014
Adoption of a new scholarship business process June 2014
Issuance of Succession Management Policy July 2014
Finalization and approval of the CSC’s Technical July 2014
Competency Profile
Development of Technical Competency Assessment Tools August 2014
Review of career pathing and job rotation policies October 2014
Conduct of the Technical Competency Assessment November 2014
through an Online Assessment
Development of internal Competency-Based Qualification December 2014
Standards
Integration of competency into the Strategic Performance December 2014
Management System (SPMS) and Rewards and
Recognition System

2015: “Increasing proficiency level through learning and development

interventions”

As the CSC fully completes the technical competency profile in 2014, 2015 will line up L&D
interventions aiming to foster technical competency proficiency that is key and critical for
CSC employees to deliver functional targets while at the same time being mindful of the
need for consistent display of behaviors for mission-critical core, organizational and
leadership competencies. The identification of L&D priority areas shall result from the annual
competency assessment, among others.

2015 L&D will be complemented by the following initiatives:

Initiative Timeline
Establishment of Deepening Program January-March 2015
Example: Use of Job aids (regular CSC updates, CS Law
& Rules)
Establishment of eLearning Protocol and Policies January-March 2015
Programs
Development and Pilot Implementation of eLearning April-December 2015
Programs
Development of Supervisory and Leadership Development January -December 2015
Programs as per CSC Curriculum
Implementation of the Roadmap for Succession January -December 2015
Management Program

PAGE 19 OF 29
2016: “Soaring high through continuing learning and development
interventions”

2016 will aim at the stabilization and normalcy of the Competency-Based L&D Management
System (CBLDMS) allowing for continuing L&D program.

2016 L&D will be complemented by the following initiatives:

Initiative Timeline
Review of the Three-Year L&D Plan (2014-2016) August 2016
Policy Review on CB LDMS August 2016

PAGE 20 OF 29
 CHAPTER 5. STRATEGY FOR ENSURING TRANSFER OF
LEARNING

1. OHRMD shall give a thorough briefing using appropriate technology to concerned

Heads/Assistant Heads of Offices about the L&D interventions so they can better
appreciate the content of the programs and how they can support the demonstration of
desired behaviors and performance at the workplace.

2. Each learner or participant is required to complete and submit to their Heads of Offices
Learning Application Plan (LAP) or Re-Entry Action Plan (REAP). It identifies the
learning goals of the learner/participant and describes how learning may be applied to
the workplace. Thus, it contains a participant’s commitment to identify an opportunity to
apply the learning at work, and then later report the result to the supervisor and/or Head
of Office. It is the responsibility of the Head of Office/supervisor to demand the
completion of the said Plan to motivate the participants to demonstrate the desired
behaviors.

3. The L&D staff shall be required to submit a comprehensive training documentation

report about the L&D interventions and the participants. The report shall contain
highlights of the training programs and other development interventions, the learning
service providers/facilitators’ observations and their recommendations on how the Heads
of Offices/supervisors will be able to further support the L&D interventions.

4. In order to encourage employees to demonstrate the desired behaviors, appropriate

recognition shall be given by the Commission Proper/Performance Management
Team/PRAISE Committee/OHRMD/Heads of Offices/supervisors, as the case may be,
as a result of the completion of their LAP/REAP. There may also be recognition to
supervisors/superiors for successfully coaching their direct reports to demonstrate the
behaviors the participants learned in the training.

5. OHRMD/HRDs shall encourage the use of various learning approaches to suit the
participants’ learning styles. A budget may be allocated for purchase of needed books
and other forms of self-paced learning media to help learners who prefer those
approaches. Employees may opt-out of traditional classroom approaches, and use other
learning sources. When they are ready, they will be asked to prepare a LAP as a result
of their learning through the mode they chose and go through the same process as those
who attended classroom training.

6. Heads of Offices and OHRMD shall partner in implementing and monitoring ofIDPs to
ensure that employees are following their respective plans for achieving their learning
and career goals in the CSC. The Commission/Heads of Offices may opt to send a
participant to a public seminar/external training if they deem this as the most suitable
way to address the learning and development need provided that the participant
prepares and submit a LAP at the end of the training or intervention.

PAGE 21 OF 29
 CHAPTER 6. MONITORING AND EVALUATING THE L&D PLAN

The Table below presents the monitoring and evaluation of the L&D Plan from 2014-2016.

OBJECTIVELY
MEANS OF RISKS & PERIOD OF
VERIFIABLE
OBJECTIVES VERIFICATION ASSUMPTIONS MONITORING
INDICATOR
IMPACT Assumption: Yearly
Efficient and Client Satisfaction Survey Results Responses of survey
professional Feedback Report questionnaire
delivery of quality
public Risk:
service Clients’ refusal to
report negative
feedback
OUTCOME CSC Workforce Competency Assumption: Yearly
Competent and meeting the Assessment Result Responses of
credible CSC required mission- competency
Workforce critical competency Performance Report assessment
of their position
Risk:
Employees’ failure to
submit competency
assessment
OUTPUTS • No. of learning Performance Assumption: Semestral
Well implemented and development Report/ Management
L&D Plans programs Accomplishment Support
conducted as Report
against targeted Risk:
• No. of course Target date of
design prepared conduct is not met
and implemented
• Satisfaction rating Target pax is not
of learners available or has
conflict in schedule
ACTIVITIES Approved CB Receipt of CB Assumptions: Once
Issuance and LDMS andL&D LDMS andL&D Plan Management support
orientation of the Plan
CB LDMS and L&D Risk
Plan Percentage of Offices or individuals
Offices that did not receive the
received information
information on the
L&D Plan

PAGE 22 OF 29
 CHAPTER 7. COMMUNICATION PLAN

This outlines the core messages from 2014-2016 and approaches to be employed in
communicating the L&D Plan to the CSC officials and employees. Below is the L&D Plan
communication plan table.

TARGET
CORE MESSAGES METHOD TIMELINE
AUDIENCE
st nd th
Overview of the 1 and 2 Level Short AVP Presentation 4 week of May 2014
CBLDMS and the L&D Employees during the Flag-raising
Plan Ceremony

AVP to be played on the

eBillboard

(OHRMD to prepare the AVP

for distribution to the
CSROs)
th
1. Components of the CSC Officials at Orientation 4 week of May 2014
CB LDMS the CO and ROs
2. 2014-16 L&D III, IV and NCR Copy of the CBLDMS
Agenda and Guidebook to be distributed
nd
Themes Other CSC Copy of the CBLDMS 2 week of June 2014
3. Available L&D Officials in the Guidebook and L&D Plan to
interventions ROs be distributed
4. Impact of the L&D
Plan to delivery of Short AVP instruction to
st nd
1 and 2 level introduce guidebook and
Scorecards L&D Plan

nd
L&D Project Orientation 2 week of June 2014
Team (Materials for cascade to be
provided by OHRMD)
st nd
1. What CBLDMS is 1 and 2 Level Orientation per Office May 26-30, 2014
and how it will Employees at Office Memo,
impact on the CO CSC Website

PAGE 23 OF 29
 TARGET
CORE MESSAGES METHOD TIMELINE
AUDIENCE
employees eCatalogue
2. Available L&D Tarpaulin at the lobby
st nd rd
interventions 1 and 2 Level RO L&D Project Team 3 week to last week of
3. How to access and Employees at member to conduct June 2014
participate in the the RO Orientation
L&D interventions
Monthly plugging or CNet, CSC FB, Newsletter, Monthly
reminders of the training CSC Website
programs

PAGE 24 OF 29
 ANNEX A

MISSION-CRITICAL COMPETENCIES (MCCs)

The MCCs are essential in the attainment of the Office and Commission scorecards/targets.
They are, as follows:

No. of Mission-
Category of Position
Competencies
Executive/Managerial
Supervisor A
(Division Chief and
equivalent positions)
Supervisor B
(Asst. Div. Chief and
equivalent positions)
nd
2 Level Non-Supervisory
and
st
1 Level Non-Supervisory
Critical Mission-Critical Competencies
5 Core: * Exemplifying Integrity
* Delivering Service Excellence
* Solving Problems and Making
Decisions
Leadership:
* Partnering and Networking
* Leading Change
5 3 Core plus:
* Managing Performance
* Thinking Strategically
4 3 Core plus:
* Thinking Strategically
6 3 Core plus:
3 Organizational:
* Demonstrating Personal
Effectiveness
* Championing and Applying
Innovation
* Planning and Delivering

PAGE 25 OF 29
 ANNEX B
2013 COMPETENCY ASSESSMENT

The 2013 competency assessment of CSC officials and employees determined the current
status of the CSC workforce in terms of meeting the competency requirements as well as
the mission critical competencies of the positions.

There are 1,170 CSC personnel at the time of the assessment in November to December
2013. There are personnel who were on scholarship, were newly hired and with less than
three (3) months in the service from the conduct of competency assessment and are soon to
retire, which were no longer assessed. As such, the assessment actually covered 1,130
CSC personnel who have complete assessment forms. However, the 1,157 officials and
employees identified to be assessed was used as basis in computing the percentage of
personnel meeting the required and the mission-critical competencies.

On the Competencies Required for the Positions

There are 762 employees corresponding to 65.86% who meet the required competencies of
their positions. Breakdown is as follows: 176 or 51.16% of the total number of employees in
the Central Office; and 586 or 72.08% of the total number of employees in the Regional
Offices.

On the Mission-Critical Competencies for the Positions

There are 884 personnel corresponding to 76.40% who meet the mission-critical
competencies of their positions, well above the target of 70% for 2013 in the CSC Refreshed
Scorecard. Breakdown is as follows: 226 or 65.69% of personnel in the Central Office; and
658 or 80% of the CSC RO personnel.

Assessment Results per Competency

Of the competencies, Exemplifying Integrity, a core competency, is the most met with 1026
or 90.72% exceeding the current proficiency level requirements; and 100 or 8.84 %
meeting the requirements of their positions. Only 5 personnel or a low .44% do not meet
this competency.

Demonstrating Personal Effectiveness, an organizational competency is the next most met

competency. About 827 or 92.71% exceed the proficiency level required of their positions;
and 56 or 6.28% meet the requirements of their positions. Only 9 or 1.01% employees do
not meet this competency.

PAGE 26 OF 29
The three most unmet competencies are as follows:

Most Unmet Competencies

Competency Total No. Exceeding Meeting Failing to Meet

Assessed No. % No. % No. %
Planning and
995 581 58.40% 222 22.30% 192 19.30%
Delivering
Writing Effectively 853 519 60.98 215 25.03 119 13.98%
Solving Problems
and Making 1130 867 76.73 184 16.28% 80 7.08%
Decisions

Solving Problems and Making Decisions is a core competency and a mission critical
competency required for all positions. Planning and Delivering is an organizational
competency, and a mission-critical competency for the first and second level positions.

The most unmet competencies for the Executive/Managerial group is Partnering and
Networking. For the rest of the positions, planning and delivering is the most unmet
competency, as shown below:

With Unmet
Category of Position Competency Competencies
No. %*
Executive/Managerial Partnering and Networking 19 14.39
Supervisor A – DC Planning and Delivering 21 20.59
Supervisor B – Asst. DC Planning and Delivering 29 21.97
Second Level Non-Supervisory Planning and Delivering 74 13.81
First Level Non-Supervisory Planning and Delivering 68 29.82
* Number of those with unmet competency over the number of those assessed

Priority Development Targets

Given the competency assessment results, the following competencies are priority for
development for 2014:

Core Competencies
q Solving Problems and Making Decisions
q Delivering Service Excellence
Organizational Competencies
q Planning and Delivering
q Writing Effectively
q Championing and Applying innovation
q Managing Information
q Speaking Effectively
Leadership Competency
q Partnering and Networking

PAGE 27 OF 29
 ANNEX C

SCHOLARSHIP IMPLEMENTATION MATRIX CY 2014-2016

TARGET PARTICIPANTS NUMBER OF SLOTS

FIELDS OF STUDY PROPOSED COURSES
OFFICE POSITION 2014 2015 2016
Australian Development Scholarship
Master of Learning and
Training and Supvg&Sr
Development (Univ of CSI, OHRMD RO 2
Development PS
Southern Queensland)
Master of Public
Public Relations and Relations and Supvg&Sr
CSI, PAIO RO 1
Advertising Advertising (Griffith PS
Univ)

Master of Human
Human Resources Supvg&Sr
Resource Management CSI, OHRMD RO 9
Management PS
(Univ of New Castle)
MS in Organizational
Development (Univ of
Organizational Queensland) Supvg&Sr
OSM RO 3 2
Development Master of Strategic PS
Management (Univ of
Wollongong)
Master of Human
Resources RO- Supvg&Sr
Recruitment OHRMD 2
and Employment Relation HRD PS
s (Sydney University)
Master of Commerce -
Performance Supvg&Sr
Performance Management HRPSO RO 2 4
Management PS
(Univ of Adelaide)
Master of Arts in
Information and
Knowledge Supvg&Sr
Knowledge Management IRMO, PAIO RO 2 3
Management PS
(Univ of Technology,
Sydney)
Master of Learning
CSI, OHRMD, RO- Supvg&Sr
e-Learning Sciences and Technology 4 5
IRMO HRD PS
(Univ of Sydney)

Master of Dispute
Dispute and Supvg&Sr
Resolution (CharesSturt PRO RO 3 3
Resolution PS
University)

TOTAL 15 15 15

PAGE 28 OF 29
 ANNEXES D-1 and D-2

L&D IMPLEMENTATION PLAN MATRIX FOR 2014

See Separate Files

ANNEX E

L&D IMPLEMENTATION TIMELINE FOR 2014

See Separate File

ANNEX F

COST ESTIMATE FOR 2014 L&D IMPLEMENTATION

See Separate File

PAGE 29 OF 29